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Lärares lek och barns arb… - Göteborgs universitet Till startsida
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Lärares lek och barns arbete: Litteracitetsaktiviteter i förskoleklassen

Artikel i vetenskaplig tidskrift
Författare Kerstin Botö
Annika Lantz-Andersson
Cecilia Wallerstedt
Publicerad i EDUCARE
Volym 2
Nummer/häfte 4
Sidor 69-91
ISSN 1653-1868
Publiceringsår 2018
Publicerad vid Linnécentret for forskning om lärande (LinCS)
Institutionen för pedagogik, kommunikation och lärande
Sidor 69-91
Språk sv
Länkar https://ojs.mau.se/index.php/educar...
Ämnesord preschool class, early literacy development, educational television program, teacher-child interaction, play
Ämneskategorier Lärande

Sammanfattning

The study stems from practice at the inter-section between subject-oriented activities and play of the preschool class. The specific interest is children’s early literacy development, grounded in two different views: the bottom-up or phonics perspective, which emphasizes reading and writing primarily as a skill; and the top-down or whole language perspective emphasizing the communicative function and meaning of written language. The aim is to explore how literacy activities are performed in a preschool class. Specifically, the focus is on how the teachers and the children interact in a literary activity, where an educational television program is used as part of the teaching tools. Theoretically, the study is underpinned by a sociocultural perspective on learning and the method consists of video documentation. The analysis focuses on how the interaction is framed by institutionally based perspectives on both learning and play. The results show that play is introduced in the activities but becomes transformed into an interaction pattern akin to schooling, in which the phonics tradition takes precedence. The teachers solve the dilemma between play and work by framing the activity in a playful way, inspired by the television program, while the children’s work develops into accomplishing a task.

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